Curriculum by DesignMaggie Chen

and Brandon ZaslowJanuary 30, 2016

What is Backward Design?Backward Design is beginning

with the end in mind; starting with

a clear understanding of your destination.

◦Know where you are going;

◦Know where you are now;

◦So the steps you take are always in the right direction.

Backward Design• Backward Design is a process created by Grant Wiggins and Jay

McTighe and introduced in Understanding by Design (1998).

• Using Backward Design, teachers develop curriculum, units and

lessons) in a different order than in traditional planning.Traditional Design Backward Design

1.Topics

2. Activities

3. Assessments

1. Goals and Objectives

2. Assessments

3. Activities

The Backward Design Process

Identify desired results(what students will understand, know and be able to do)

Determine assessment evidence(evidence that demonstrates student learning)

Plan learning experiences(learning activities that lead students to the desired results)

Useful Documents

• World Readiness Standards

• Can-Do Statements

These documents help teachers determine what students should know and be able to do and specify how well students perform.

They are useful for Identifying learning goals and objectives;Determining acceptable evidence;Integrative Performance Assessments; Authentic Interpretive, Interpersonal and Presentational Tasks.

Test Your Knowledge

1.What do you know about presentational tasks?

2.How are they similar or different from projects?

3.What role does a “real-world” audience play in the success of presentational tasks?

4.How are the assessment of language, culture and content connected to presentational communication?

Presentational Communication

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Presentational RubricRate the Components of the Presentational Tasks from 1-5

Presentational Task Rubric

1. The Presentational Task assesses student learning of language, culture and content.

2. The task specifies a “real-world” audience.

3. The task is suitable for students’ age and level of proficiency.

4. The task is meaningful and requires/simulates culturally-appropriate “real-world” communication.